Anna S. Lazareva

The relevance of the study is determined by the growing importance of intensive forms of foreign language learning in the corporate environment. Foreign language training of adult employees is considered as a key factor in their professional growth, career advancement, and the enhancement of companies’ competitiveness. At the same time, traditional forms of organizing classes do not always ensure the necessary speed of learning the material and alignment of the program with specific professional demands, which are associated with limited time, established values, and the need for practice-oriented learning. Thus, intensive training acquires particular significance, as it makes it possible, through the high density, systematic nature, and practice-oriented approach of the educational process, to accelerate the development of foreign language competences. The aim of this work is to determine the theoretical foundations of the impact of learning intensity on progress in foreign language acquisition in the corporate context. To achieve this goal, methods of analysis and systematization of scientific literature, as well as generalizing, descriptive, and comparative analysis were employed. The results of the study show that learning intensity should be viewed not only as a characteristic of the pace and volume of learning, but also as a system-based factor influencing motivation, engagement (degree of participation), and professional readiness of adult learners. Intensive training makes it possible to take into account employees’ prior experience, their individual cognitive characteristics and professional tasks, contributes to the development of skills in negotiations, preparing presentations, business correspondence, and also helps to overcome communication barriers. The theoretical significance of the work lies in clarifying the concept of intensity as a characteristic of learning intensification, reflecting its role in the development of foreign language competences in the corporate environment. In addition, the author identifies and specifies a number of specific aspects of implementing intensity in foreign language training of corporate learners. The practical significance is determined by the possibility of applying the conclusions when designing corporate language programs, in particular, by taking into account the prevailing factors that influence the justification of the chosen intensity of adult foreign language training.

The study relevance of the adult foreign language teaching methods through the prism of invariant and variable approaches is determined by the growing need to improve educational programs in the system of additional education, taking into account the specific characteristics of adult learners. The aim is to make a comparative analysis of invariant and variable approaches in the context of plurilingual foreign language teaching, to identify their specifics and integration opportunities to improve the effectiveness of the educational process. The research is based on the methods of analyzing scientific literature, questioning students, systematization and generalization of data. In the course of the research, the theoretical foundations of invariant and variable adult learning of foreign languages are studied, the features of the organization of the educational process are analyzed. In the course of the research, the theoretical foundations of invariant and variable adult learning of foreign languages are studied, and the specific aspects of the organization of the educational process are analyzed. The use of the questionnaire made it possible to identify key factors influencing the success of learning, including motivation, experience in learning other languages, preferences in learning formats and the use of digital technologies, and others. As a result of the study, it was found that the invariant approach ensures the systematization of knowledge and the formation of basic language competences, while the variable approach contributes to the individualization of learning, increasing motivation and practical orientation of learning. It is proposed to combine both approaches, use a modular structure, set short-term goals and implement rational variable elements in accordance with the individual needs of students. The theoretical significance of the study lies in the systematization of the principles of invariant and variable approaches and the definition of their role in teaching foreign languages to adults. The practical significance of the work lies in the applicability of the findings in the development of additional education courses and in teaching foreign languages to adults. Taking into account all of the above, the demonstration of productive models of teaching foreign languages becomes relevant, in which a comparative analysis of invariant and variable approaches plays an important role as the basis for organizing effective preparation and improvement of implemented foreign language teaching programs.